Évaluation de l'écriture
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The slides for my November 23-25 sessions in Malmö, Göteborg, and Stockholm
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Si la translittératie peut être définie comme l’ensemble des compétences d'interaction avec tous les moyens d'information et de communication, l’évaluation de l'information sur Internet en constitue sans doute l’un des meilleurs exemples, par la diversité des compétences, des savoirs et des cultures mobilisés et, surtout, par leur imbrication. Au croisement de plusieurs cultures, notamment les cultures médiatique, infodocumentaire, numérique et informatique, l’évaluation de l’information est un enjeu éducatif majeur, puisqu’elle englobe à la fois la capacité des internautes à filtrer, identifier, évaluer l'information, les modalités du jugement de la crédibilité, de la validité et de la pertinence des ressources trouvées sur le Web, mais aussi la lutte contre les infopollutions de toutes sortes et, in fine, la démonstration d’une autonomie de jugement. L’analyse du mixte de compétences, de savoirs et de cultures, dont elle est porteuse, sera tentée ici et ce, dans une perspective de translittératie.
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Technology has the potential to play a powerful role in formative assessment practices that support the kind of learning favored by next-generation standards and bolstered by cognitive science research—learning that focuses on integrated, conceptual knowledge and problem-solving skills. Classroom-based assessments that are used in formative ways have been shown to significantly benefit student learning through providing feedback on the status of students’ conceptual knowledge and problem-solving practices and by informing decisions about subsequent instructional support (Black & Wiliam, 1998). In recognition of the powerful role classroom assessments can play in state assessment systems, the Council of Chief State School Officers (CCSSO) state collaborative on formative assessment for students and teachers (FAST SCASS) developed a definition of formative assessment based on the research literature: “Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes” (FAST SCASS, 2008, p. 1).
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This paper introduces a model of information literacy which maps the activities that students undertake against Bloom’s taxonomy of cognitive skills. Firstly, the paper summarises the authors’ underpinning research in this area. Secondly the paper proposes a model of information literacy and compares this with existing models of information literacy. Thirdly, each stage in the proposed model is articulated in more detail and the required cognitive skills for each stage are identified. Finally, the paper examines the implications of the model on how, and by whom, information literacy is delivered and supported in an academic context.
